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Capstone Scholarly Project advisors
Capstone group projects are allowed in order to support students working together, but in order to ensure that students complete similar levels of work for group and individual projects, we require students to independently submit their own work related to their specific aspect of the project. Our handbook states: “While 2-3 students may work together on a group project with one advisor, it is important to note that the responsibilities and task for each student must be clearly stated such that each member of the group is working to complete a distinct piece of the larger CSP.”
Thus while much of the project proposal may be similar (as it relates to a single project) some pieces should be different as it relates to the individual student’s component of the project. We anticipate advising a group project will not be the same level of work as advising two separate students, but by virtue of the fact that a group project involves more people and is more substantive, we expect it will require more time than a single student and single project.
If you are willing to work with multiple individual students or groups, or larger groups of students, please complete the Advisor Exception Request form.
Students typically select their "Scholarship & Discover" advisor at the end of the first semester of their second year. In this role you would be responsible for:
Because student projects can be completed in any of our 6 competency areas, and our students have a diversity of experience with designing and completing independent mentored work, this role will vary broadly from advisor to advisor. You may be asked to help the student identify resources (other faculty, community agencies, literature, lab experiences, etc.). Remember that this is the student's project, and you act as a resource, not the primary driver. The 12-member Capstone Faculty Committee and course leadership team are available to support you with any questions that may arise throughout the process. As many of you have had the experience cultivating a longitudinal relationship with a student before, you may find your role to be a familiar, but lesser commitment than working with a master's or doctoral level student.
Because the Capstone scholarly project is an opportunity for students to build on prior interests or explore new ones, it is likely that students with whom you have not worked may contact you to serve as an advisor. In addition, through the Capstone we encourage students to develop skills in reaching out and building networks which is an important professional skill. If you feel you are not able to work with this student, or are not an appropriate advisor we would ask that you consider how you might help the student identify someone who could serve in this role.
There is no formal role for co-advising in the Capstone project process. If you are asked to co-advise, offer instead to act as a resource who will assist with relevant portions of the student project.
Students are required to identify a project of interest to themselves, and align with a faculty advisor. They will then outline clear goals for their work, complete adequate preparation, utilize appropriate methods, depending on the project collect results or create a product, effectively present their work and completed a reflective critique that helps to link this experience to their future. The focus is on students learning and sharing of that learning, not publication or other similar external metrics. There is no expectation for a major written ‘thesis’ but students will be expected to create a poster-like presentation and write answers to specific questions about their own process and learning.
Of note, a capstone project is a lesser commitment than a senior scholar’s project.
Because of the wide range of potential topics in all 6 competencies, and learning from other similar courses nationally we plan to use a modified framework of Glassick’s criteria for scholarship to determine appropriate proposal and project completion (clear goals, adequate preparation, appropriate methods, significant results/output, effective presentation, reflective critique). The design team and Capstone Faculty Committee (CFC) have not set specific requirements regarding page length, etc. The focus is on students learning and sharing of that learning, not publication or other similar external metrics. There is no expectation for a major written ‘thesis’ but students will be expected to create a poster-like presentation and write answers to specific questions about their own process and learning.
While we anticipate that some students will work towards presenting at a regional or national meeting this is not an expectation of the CSD course. Students with such an interest may also choose to participate in the more time-intensive Senior Scholars project. All students will have to share their work through creating a presentation (written or oral).